Displacement of Older Workers: Re-employment, Hastened Retirement, Disability, or Other Destinations?

The central objective of this study is to investigate the income sources and patterns of prime-age and older workers who suffer a layoff from steady employment. We focus on a set of cohorts who are deemed to have a high degree of attachment to the labour force preceding the event of an involuntary separation. Using a unique data base that merges administrative data marking the job separation, we track all of their sources of income over an interval that spans four years prior to the separation to five years after the separation. Our empirical analysis includes an investigation of the frequency that a laid-off individual will receive income ex post from a given source, a typology analysis of the various configurations of income received, and an econometric analysis of the incidence of certain post-layoff income configurations. We find that in any given year, approximately 2 % of our sample of workers with stable employment histories experience a ‘visible’ layoff. During the first three post-layoff years, 77 % of the group of laid-off workers (aged 45-64 years old) have non-trivial labour market earnings, and 56-65 % of them depend on the labour market for their primary source of income. This group of workers does experience substantial income losses. During the post-layoff period, approximately 14-19 % of them file a subsequent claim for EI benefits, but few of them depend on the EI regime as the primary source of their income. Very few of these individuals draw on other types of social insurance benefits, such as CPP disability, social assistance, and workers’ compensation. The most common destination state for prime-age and older workers who have not yet reached retirement age are early retirement and continued labour market activity, albeit at much lower earnings. It is rare for them to draw on social insurance benefits, and we find little evidence that disability benefits and workers compensation are functioning as disguised unemployment benefits.Post-layoff transitions, incidence of program usage, retirement behaviour, disability benefits, re-employment transitions

Long-Run Inequality and Annual Instability of Men's and Women's Earnings in Canada

earnings inequality, earnings instability, long-run inequality

A novel approach to determine the heat transfer coefficient in directional solidification furnaces

The heat transfer coefficient between a molten charge and its surroundings in a Bridgman furnace was determined using an approach utilizing in-situ temperature measurement. The ampoule containing an isothermal melt was suddenly moved from a higher temperature zone to a lower temperature zone. The temperature-time history was used in a lumped-capacity cooling model to evaluate the heat transfer coefficient between the charge and the furnace. The experimentally determined heat transfer coefficient was of the same order of magnitude as the value estimated by standard heat transfer calculations

Drug-induced anti-Ro positive subacute cutaneous lupus in a man treated with olmesartan

A 66-year-old man presented to the outpatient dermatology clinic with a chief complaint of a pruritic rash on his upper trunk and proximal upper extremities, which had been present for three weeks. Upon examination, he was found to have an erythematous, annular, and polycyclic eruption on the chest, upper back, and proximal extremities. A clinical diagnosis of subacute cutaneous lupus erythematosus (SCLE) was made. The patient was found to have a positive anti-nuclear antibody (ANA) in a speckled pattern and a positive anti-Ro antibody. A biopsy revealed an interface and lichenoid dermatitis with dermal mucin deposition, consistent with subacute cutaneous lupus erythematosus. The patient reported that he had recently been diagnosed with hypertension and began treatment with olmesartan, a potassium-sparing diuretic that blocks the angiotensin II receptor, commonly used as an antihypertensive or in patients with heart failure. Cutaneous reactions to olmesartan are rare and reported in <1% of patients in post-marketing surveillance. The patient discontinued use of olmesartan and the rash completely resolved within three weeks. To date, there are no other reported cases of drug induced SCLE in patients taking olmesartan to our knowledge

An experimental approach to determine the heat transfer coefficient in directional solidification furnaces

The heat transfer coefficient between a molten charge and its surroundings in a Bridgman furnace was experimentally determined using in-situ temperature measurement. The ampoule containing an isothermal melt was suddenly moved from a higher temperature zone to a lower temperature zone. The temperature-time history was used in a lumped-capacity cooling model to evaluate the heat transfer coefficient between the charge and the furnace. The experimentally determined heat transfer coefficient was of the same order of magnitude as the theoretical value estimated by standard heat transfer calculations

SCHOOL LEADERSHIP AND STUDENT ACHIEVEMENT: THE MEDIATING EFFECTS OF TEACHER BELIEFS

Principals are held accountable for student achievement although most studies find that they have no direct effect on it. In this study we tested a model hypothesizing that principals contribute to student achievement indirectly through teacher commitment and beliefs about their collective capacity. Path analysis of data from 205 elementary schools supported this hypothesis. Schools with higher levels of transformational leadership had higher collective teacher efficacy, greater teacher commitment to school mission, school community, and school‐community partnerships, and higher student achievement. Increasing the transformational leadership practices in schools makes a small but practically important contribution to overall student achievement. Key words: teacher efficacy, transformational leadership, path analysis, grade 3 and 6 Les directions d’écoles sont imputables au regard du rendement scolaire sur lequel elles n’ont aucun effet direct d’après la plupart des études. Les auteurs ont testé un modèle selon lequel la direction d’école contribuerait indirectement au rendement scolaire à travers l’implication des enseignants et leurs façons de percevoir leur capacité collective. L’analyse acheminatoire (path analysis) de données issues de 205 écoles primaires vient étayer cette hypothèse. Les écoles présentant un niveau plus élevé de leadership transformationnel se distinguaient par une plus grande efficacité du corps enseignant, une implication plus grande des enseignants vis‐à‐vis de la mission de l’école, de l’équipe‐école, des partenariats école‐communauté et un meilleur rendement scolaire. L’amélioration d’un écart‐type des méthodes propres au leadership transformationnel dans les écoles augmenterait le rendement scolaire en lecture, en écriture et en mathématiques en 3e et en 6e années de 0,22 d’un écart type. Mots clés : efficacité des enseignants, leadership transformationnel, analyse acheminatoire, 3e et 6e années

How Secure is Your System? Examining the Influence of Technical, Managerial, and Educational Controls on Users’ Secure Behavior

IT security policies play an important role in outlining employees’ secure behavior that supports organizations’ strategic and competitive goals. However, history is full of examples of employees engaging in behaviors contrary to their organization’s security policy often resulting in undesirable outcomes. This research-in-progress presents a dual-processing model explaining and predicting secure behavior while interacting with strategic information systems. The model posits that the number of security layers (technical controls), the manifestation of managerial attitudes of compliance (managerial controls), and training (educational controls) influence secure behavior directly and also indirectly through system satisfaction. We will test our model in an experiment utilizing a realistic corporate environment that captures user’s security-policy compliance. We suspect to find that managerial controls and educational controls will positively influence secure behavior while technical controls will negatively influence secure behavior directly and also indirectly through system satisfaction

The Effects of an Experiential Learning Course on Secondary Student Achievement and Motivation in Geometry

In 2012, the President’s Council on the Advancement of Science and Technology (PCAST) predicted one million jobs in the fields of science, technology, engineering, and math (STEM) would go unfilled in the United States due to the lack of interested and qualified graduates matriculating in American universities, colleges, and technical schools (PCAST, 2012). In order to bolster interest and proficiency in STEM, research suggests instructional pedagogy incorporate experiential learning focused on solving real societal problems that are relevant to learners. Few studies have investigated the effects of such pedagogy within the context of a secondary-level, geometry course. A quantitative, quasi-experimental design was employed to determine the effect of an experiential learning course, Geometry In Construction, on secondary student achievement and motivation in geometry. Data were collected from 181 secondary students in ninth and tenth grade attending a large, suburban, Midwestern, public high school. Participants experienced a full academic year of instruction in either Geometry In Construction or a traditional geometry course. Achievement in geometry was measured using scores from a Missouri Geometry End of Course Practice Exam. Motivation to learn geometry was measured using John Keller’s Course Interest Survey (Keller, 2010) based on Keller’s ARCS model of motivation (Keller, 1987a). Analysis of the data indicates significantly higher achievement in geometry and motivation to learn geometry for students experiencing the Geometry in Construction curriculum. The effect is more pronounced among females. On this basis, it is recommended that geometry curricula incorporate experiential learning focused on solving real problems that are relevant to learners. Further research is needed to determine how this instructional model could be applied to other courses in order to improve interest and preparation for STEM careers

Alignment of Scores on Large-Scale Assessments and Report-Card Grades

We examined how much agreement there was between scores from large-scale mandated assessments and report-card grades for 14,776 students in grades 3, 6, and 9 of a district in which conditions were conducive to alignment of assessments. We found significant mean differences between internal and external assessments: effect sizes were .29 to .63 in grades 3-6 and .10 to.30 in grade 9. Spearman correlations were in the .32-.59 range. Chance-adjusted agreement was low. Report-card grades were consistently higher than external assessments for grades 3 and 6 students and consistently lower for grade 9 students.Les auteurs ont étudié la concordance entre les notes obtenues sur des évaluations prescrites à grande échelle et celles sur les bulletins pour 14 776 élèves en 3e, 6e et 9e année dans un district présentant des conditions favorables à une comparaison des évaluations. Les auteurs ont trouvé des différences moyennes significatives entre les évaluations internes et les évaluations externes : les valeurs de l’effet étaient de 0,29 à 0,63 en 3e et 6e année et de 0,10 à 0,30 en 9e année. Les corrélations de Spearman se situaient entre 0,32 et 0,59. Le taux de concordance dûe au hasard était bas. Les notes des bulletins étaient plus élevées de façon uniforme que les notes des évaluations externes pour les élèves en 3e et en 6e, alors que pour les élèves en 9e, ces notes étaient plus basses de façon constante

The Experiences of Parents and Infants Using a Home-Based Art Intervention Aimed at Improving Wellbeing and Connectedness in Their Relationship

During the period of COVID-19 restrictions, we offered vulnerable families with 0 to 3 year old children boxes of art resources and guided creative activities to do together at home. This paper explores families’ experiences of this intervention, highlighting their perceptions of change in wellbeing and attachment. There is a developing case for the social benefits of art, including the impact of arts on mental health and on the wellbeing of children. However, we know that social factors impact upon arts participation, and existing inequalities and mental health difficulties have been exacerbated in the context of the pandemic. This project aimed to adapt to restrictions, to provide a meaningful remote intervention, supporting parent-infant dyads to have positive interactions through art making. We sought to explore the benefits of this intervention for infants and parents with a view to understanding more about the psychological benefits of art participation and about ways to engage families into art making, as well as thinking about how best we can evidence these kinds of arts in health interventions. Preliminary findings showed promising outcomes from the art boxes and this paper brings together the full results, primarily based on interviews with sixteen parents and four referrers alongside collected feedback. We highlight potential mechanisms for change within the intervention and detail the perceived impact of the art boxes in supporting attachment. Parents felt that the art-boxes facilitated changes in their own wellbeing that would make them more available to connection, and recognised changes for babies that reflected their increased capacity to mentalise about their child. Importantly, there were also concrete changes for the dyad that represented improved connection, such as more playful time together and increased shared attention and eye contact. Our observations suggest that the quality of the parent-infant relationship benefited from home-based art intervention, and we speculate about the potential efficacy of this approach beyond the pandemic